Education Suggestions Made To European Union Hit the Mark, But Fail to Clarify Where and How the Low Cost Private School Sector Fits Into the Conversation

Kumasi 010

October 23, 2014

Recently the head of the Plan EU office in Brussels, Alexandra Mackaroff, wrote a short piece for Devex on gender equality and put forth some recommendations for the European Union on ways to take action and combat growing inequality in developing nations.

Mackaroff runs through some very brief but impactful suggestions in her piece, such as targeted actions that promote and protect girls’ rights, pushing for improved data collection and monitoring to ensure aid is reaching the intended beneficiaries and having a significant impact, and country ownership at a political and social level to challenge institutionalized discrimination. Together these actions create an enabling environment that generates active and lasting change for the women and girls in that country.

Education is one such right that must be promoted and protected if we are to ever reach gender equity for girls in developing nations. It is one of the primary ways in which girls can gain the appropriate skills needed to not only be an active and engaged citizen, but to also successfully enter the labor market. Educating women has shown that it can also be a key element in breaking the cycle of poverty that may have plagued past family members.

According to Plan EU, 1 in 5 girls around the world is denied access to a quality education. If we have learned anything from the research surrounding women and education everywhere, it is that given the opportunity women are capable of amazing things and can quite literally transform the world around them.

The IDP Foundation has been committed to bringing the low-cost private school sector into the international education conversation since the start of the IDP Rising Schools Program that began in Ghana in 2009. Our program has been highly concentrated on ensuring the education of many rural students who might otherwise not obtain access to quality education; a large number of which are girls. We have remained faithful to ensuring women feel welcomed and supported in our program. To date, 55 women have completed our proprietor training, which accounts for almost 25% of those who have received a certificate of completion. Those 55 women were then given access to loans to better improve the schools they own.

40% of the teachers working in low cost private schools participating in the IDP Rising Schools Program are women, and a majority of them have taken on the passion of teaching without any formal education. Additionally, we have seen significant growth in the number of young girls attending the low-cost private schools that are in the IDPRS program. Currently, school proprietors’ data recordings estimate that around 30,619 Ghanaian girls are being educated through the low-cost private schools involved in our program. With this calculation, this means that girls just edge out boys slightly, with females occupying 51% of the total student population.

As the EU begins to think critically about the ways in which they are going to approach gender inequality in 2015 and beyond, we fully believe that the recommendations made by Mackaroff absolutely need to include the low-cost private school sector, as the number of girls being educated by these institutions will only continue to grow. If they are serious about closing the gender gap, they will have a policy platform dedicated to the recognition and inclusion of these schools in Ghana and in every developing nation.

Is Education For All Really “For All”?

Children in SchoolUN General Assembly Highlights Include Importance of Education for All

By: Jenna O’Brien

October 9, 2014

Every September, the international community descends on New York City to participate in the United Nations General Assembly. The month alone signifies change as we start to see flickers of the seasonal shift, but it also means something for the global landscape as we see so many world leaders come together to discuss the greatest needs around the globe.

According to Alice Albright, the CEO of the Global Partnership for Education, this year’s gathering “demonstrated a growing momentum to bring quality education to more of the world’s children” with “encouraging evidence of the education sector’s rise in prominence on the global development agenda.”[1]

Many of the meetings attended addressed the need for a stronger commitment on behalf of all countries to make quality education both equitable and inclusive. Additionally, First Lady Michelle Obama and Qatar’s Shikha Moza Bint Nasser both declared their support for quality education with additional efforts needed in giving more young women access to education.

We here at the IDP Foundation, Inc. are pleased with the increasing interest in the educational crisis the world is facing. However, we continue to push for the global dialogue to include the ever-growing low cost private school sector in order to ensure that children attending these schools receive a quality education too.

Educational institutions like Star Academy Preparatory & Junior High School in Mpoase, a community outside of Accra, despite meeting criteria required to become registered with the Ghana Education Service (GES), Star Academy does not receive government recognition or assistance.  This is where the IDP Rising Schools Program has stepped in to assist, by giving these proprietors access to capital through our micro-finance lending program in partnership with Sinapi Aba Trust.

Prior to our presence in Ghana, lending institutions were not serving the needs of low cost private school owners, and when Emmanuel Mills met with officials from Sinapi Aba Trust in late 2012, he felt our partnership would be the best option for his school and his students. He enrolled in the 9 week training program in financial literacy and school management in order to provide a better working and learning environment for his students and staff. Upon completion he was able to apply for a low interest loan, to improve the infrastructure of the school, and create a better learning environment for the students.

Today his enrollment has increased; he is serving both boys and girls in the area and helping to close the gender gap. Star Academy offers a Weighing Centre on campus, where community nurses from the Ministry of Health carry out routine clinic days for nursing mothers and their infant children. This is extremely important for the community, in addition to increasing the number of young girls being exposed to the academy. Despite their successes achieved with the help of the IDP Rising Schools Program, Emmanuel and his staff are in need of many other services, such as textbooks and teacher training, that the government should provide in order to ensure quality education for all of Ghana’s children.

As we begin to see the conversations about education increase amongst the world leaders and citizens, we mustn’t forget about the low cost private school sector in developing nations fighting to be recognized as contributing to the educational landscape.

Meet a Low-Cost Private School Proprietor: David Boakye

Sunyani_Unique Intl_proprietor office

Taking out a loan with IDPRS increased David’s effectiveness in his ability to lead his staff, manage the state of the school, strengthen the community, handle repayments responsibly, and even open a savings account through Sinapi Aba Savings and Loan.

September 12, 2014

In 2013, the University of Salford in Manchester along with the architects at Nightingale and Associates completed and released the results of a year-long pilot study that showed significant relevance between a well-designed learning environment and a student’s ability to reach their highest academic achievement.[1] Things like layout, color, natural light, temperature, and even air quality all could potentially play a part in the success of a student, which isn’t that surprising. But an important question to ask is, what classrooms are the readers thinking about? The ones they attended at public school? Maybe the ones their children attend at a private Montessori school? What about ones in rural Ghana?

Classrooms in developing nations are lacking adequate infrastructure, electricity, toilets, tables, and chairs, all of which are essential things that impact how well instructors teach and learners learn. Here at the IDP Rising Schools Program (IDPRS) we are making great strides in strengthening and supporting the growing low-cost private school sector in Ghana where 97% of loans are used for infrastructure improvements, land purchase, and vehicle acquisition or repair.

Meet David Boakye. David is one of our proprietor’s in Ghana who owns and oversees the Ultimate Prep School in the rural community of Chiraa in the Brong Ahafo Region. In 2009 David was in need of financial support to expand and build the school he had envisioned for his students. Through our microfinance partner, Sinapi Aba Trust, David began the process of obtaining a low interest loan in order to secure a parcel of land that would accommodate a four-block classroom and a temporal pavilion of four classes. Additionally, Ultimate Prep was in need of reliable transportation to ensure their students would be able to continue their education, since the parcel of land that was chosen was quite far from where many of the students reside.

Taking out a loan with IDPRS increased David’s effectiveness in his ability to lead his staff, manage the state of the school, strengthen the community, handle repayments responsibly, and even open a savings account through Sinapi Aba Savings and Loan. This is all part of the plan, as any proprietor who wishes to take out a loan with IDPRS is given extensive training in financial literacy and school management, creating sustainable change and the ability to prioritize for the future.

In 2011, Ultimate Prep had an enrollment of 300 pupils and they were officially registered with the Ghana Education Service. They plan on continuing to improve the infrastructure to support their increasing enrollment, which includes adding a male and female toilet, and focus on creating the best learning environment possible for students to achieve their highest potential.


[1] Rosenfield, Karissa.”Study Proves Design Significantly Impacts Learning” 03 Jan 2013. ArchDaily. Accessed 12 Aug 2014. <http://www.archdaily.com/?p=313736>

 

Meet a Low-Cost Private School Owner: Magdalene Sackey

PHIGA School“From the stories shared during the training program, I learned that I can make it”

July 18, 2014

Across Africa people face the challenge of securing land tenure. Ghana is just one example of a country where land rights are governed by legal pluralism, whereby customary, statutory and religious laws overlap in governing a single territory. This means that a territory may be considered customary land where Chiefs or other traditional authorities govern land rights, but they are still held accountable to constitutional and judicial law. In Ghana, there are there are 23 interconnected informal and formal institutions that constitute the maze of land administration in Ghana. Moreover, with 80% of land being customary in Ghana, challenges are heightened for women who oftentimes are not allowed to possess customary land titles.[1]

With such a complex system, land disputes are all too common, a clear issue when considering smallholder famers. As this Devex blog highlights, “Whether offered through a formal, state-managed tenure system or a customary system, farmers must be confident in their rights to access, use, and reap benefits from their land.  When smallholder farmers believe that their rights will be recognized and enforced, they can and often do make important investments.”[2]

However, this issue affects other sectors as well, such as the low-cost private school sector. Just as a farmer may be unwilling to invest in unsecure land, a school owner may be hesitant to invest in the school’s infrastructure. This is why the IDP Rising Schools Program offers Asset Acquisition loans that can be used to purchase land.

Meet Magdalene Sackey, the owner of Phiga School, which was established in 2004 in the Kaneshie community that resides just north of downtown Accra. Magdalene joined the IDP Rising Schools Program in November 2013 and completed her training in school management and financial literacy in January 2014, where Magdalene was not only taught be experienced loan officers, but also through the experience-sharing of other school owners. Magdalene says that, “from the stories shared during the training program, I learned that I can make it.”

In March 2014, Magdalene took a loan from Sinapi Aba, the implementing partner of the IDP Rising Schools Program. With her loan of 40,000 Ghanaian Cedis, Magdalene was able to purchase land which will enable her to construct a school structure and move Phiga School from the rented house where it currently operates. The purchase of land will not only provide greater stability and infrastructure for her 295 pupils, but also the reassurance to continue investing in Phiga School to make it the best environment possible for the children she so cares for.

PHIGA School BusIn addition to the impact of the loan on Magdalene’s school, she has also experienced dramatic improvements in her school due to the IDP Rising Schools Program training. Magdalene reports that her “confidence has skyrocketed.” By learning how to effectively manage her school finances, she has been able save enough to purchase a school bus. Moreover school fees and salaries for her 17 female and 5 male teachers are being paid on time. Implementing new management techniques has led to improved commitment on the part of teachers and greater support from parents and the surrounding community who are now proud to be part of Phiga School’s success story. Magdalene says she “will not stop learning and [will] also refrain from complacency.” She plans to continue seeking support from her peers and the team at Sinapi Aba when confronting any challenges and to ensure Phiga School’s continued development.



[1] Spichiger, Rachel; Stacey, Paul. “Ghana’s Land Reform and Gender Equality: DISS Working Paper 2014:01.” Danish Institute for International Studies. http://en.diis.dk/files/publications/WP2014/DIISWP2014-01_Ghana-land-gender_Rachel-Spichiger_web.pdf

[2] Kline, Nate. “Land tenure – a priority for a food-secure future.” Devex. https://www.devex.com/news/land-tenure-a-priority-for-a-food-secure-future-83856

Dr. Mo Ibrahim Presents at the Second Annual IDP Foundation/Irene D. Prtizker Distinguished Lecture on Social and Economic Development

Photo taken by the Foreign Policy Association

Photo taken by the Foreign Policy Association

June 25, 2014

Last year, the inaugural IDP Foundation/Irene D. Pritzker Distinguished Lecture on Social and Economic Development was delighted to bring forth Irina Bokova, Director General of UNESCO to present an insightful lecture about UNESCO’s role in promoting social and economic development. The second annual lecture hosted by the IDP Foundation, Inc., the Foreign Policy Association and the UN Economic and Social Council held earlier this month delivered another tremendous speaker in Dr. Mo Ibrahim.

Ibrahim discussed the importance of governance, accountability and outcomes measurement to drive the Post-2015 development agenda, highlighting that “in the absence of peace there is no development” and peace requires good governance. The Mo Ibrahim Foundation has done its part to promote strong governance and accountability through the development of the Ibrahim Index of African Governance, the most comprehensive collection of quantitative data on governance in Africa, and the Ibrahim Prize for Achievement in African Leadership, which celebrates and rewards exceptional African leaders.

At the lecture, Dr. Ibrahim was awarded the Foreign Policy Association Medal, which recognizes individuals who demonstrate responsible internationalism and work to expand public knowledge of international affairs.

You can watch the full lecture here or read the highlights on Twitter.

New Research on the Low-Cost Private School Sector

School ChildrenJune 17, 2014

The IDP Foundation, Inc. is committed to collecting data from the low-cost private schools participating in the IDP Rising Schools Program and welcomes the contribution of additional research that highlights the important role this sector plays in providing Education For All. One such study conducted by Innovations for Poverty Action (IPA) and sponsored by UBS Optimus Foundation demonstrates that the vast proportion of children in four slum communities attain their pre-primary education in private schools serving the poor: Ashaiman (Accra, Ghana), Agege (Lagos, Nigeria), Mukuru (Nairobi, Kenya), and Soweto (Johannesburg, South Africa).  Specifically, the study found that 84% of children in the poorest quintile in Ashaiman are receiving a pre-primary education. Of children in preschool, 91% attend a private school.[1]

In a recent Huffington Post Blog featuring this study, the authors Maya Ziswiler and Reinhard Fichtl write that a “burgeoning and competitive market among private preschools suggests that this unique model could meet the needs of marginalized children and the aspirations of low-income parents dissatisfied by the weaknesses of government-provided pre-primary education.”[2] The IDP Foundation wholeheartedly agrees, but extends this statement to include primary and early secondary education. As the IPA study notes, more than 95% of children in private preschool attend a preschool which is attached to a primary school.

With discussions surrounding the Post-2015 education agenda in full swing, it is important include the low-cost private school sector in the provision of quality education for all. The IDP Rising Schools Program is providing low-cost primary private school owners with training in school management and financial literacy accompanied by microfinance loans in order to improve their quality. Additionally, the IDP Foundation has developed teacher training videos in partnership with Sesame Workshop to promote child-centered learning in primary level classrooms. However, for there to be a systematic improvement of the sector globally, additional attention is required by governments and funders.

Ziswiler and Fichtl state, “the Optimus Foundation intends to build on the existing movement and focus on improving the quality of these existing preschools rather than creating new ones.” The IDP Foundation is pleased to see other foundations begin to support these existing locally owned and managed schools serving the poor and will continue to actively advocate for their inclusion in the global education agenda.  



[1] Bidwell, Kelly; Watine, Loic. “Exploring Early Education Programs in peri-urban Settings in Africa.” Innovations for Poverty Action. 30 January 2014. https://poverty-action.org/sites/default/files/final_ecd_report_full.pdf

[2] Fichtl, Reinhard; Ziswiler, Maya. “Schools in Slums: A Surprising Number of the Poorest Kids Are Enrolled in Private Preschools. Huffington Post Blog. 29 May 2014. http://www.huffingtonpost.com/maya-ziswiler/schools-in-slums-a-surpri_b_5403563.html

Innovation Requires Iteration

ClassroomThe IDP Rising Schools Program and the Road to Social Impact

June 6, 2014

In their recent article in the Stanford Social Innovation Review, “The Re-Emerging Art of Funding Innovation,” Gabriel Kasper and Justin Marcoux provide a thoughtful analysis of the exponential social impact made possible by philanthropists who are willing to take risk and incubate  innovative programs through their grantmaking. The IDP Foundation, Inc. (IDPF) strives to do just that by leveraging its flexibility as a private family foundation to take risks in hopes of proving a concept that will foster a pivotal shift in the global community’s approach to education. The success of the IDP Rising Schools Program motivates IDPF to continue taking risk in return for big reward.

The Problem

In 2008, Irene D. Pritzker, President of the IDP Foundation heard a very compelling speech by Professor James Tooley, the foremost researcher on low-cost private schools and author of The Beautiful Tree: A Personal Journey Into How the World’s Poorest People Are Educating Themselves. Professor Tooley spoke of the widespread emergence of private schools serving the poor which are established in response to the market demand from communities frustrated with the poor quality or lack of reach by government schools.

Despite these schools being defined by poor infrastructure and largely untrained teachers, parents choose to pay small fees for their children to attend low-fee private schools due to the better accountability and time on task that they offer. Despite their need, Professor Tooley discussed how this sector was ignored by governments and funders. Irene was inspired to find a solution to empower these schools to continue and improve their important work of educating the world’s poor children.

Teacher TrainingA Proposed Solution

Given Irene’s determination to find a sustainable solution to help these schools, she turned to the existing innovation of microfinance. However, she quickly discovered that banks determined the low-cost private school sector too risky and were not willing to provide access to credit to low-cost private schools. Rather than give up on her idea, she decided it was time to innovate. Recognizing that innovation does not require developing an entirely new idea, but oftentimes making an incremental change, Irene decided to figure out how to extend capital to the low-cost private school sector.

In partnership with Sinapi Aba Trust (SAT), a Ghanaian microfinance organization, the IDP Foundation determined that with intensive training in financial literacy and school management low-cost private schools would be able to take and repay microfinance loans.  After developing training and targeted loan products, the IDP Rising Schools Program was born and began strengthening the low-cost private school sector through inclusion in capacity-building and financial services to increase access to education in Ghana

Iteration

As Gabriel Kasper and Justin Marcoux detail, funders introducing innovation into their work “seek out ideas with transformative potential, take risks on less proven approaches, open themselves up to exploring new solutions, and recognize that innovation requires flexibility, iteration, and failure.” [i]

Understanding that testing a new concept requires flexibility and testing along the way, the IDP Rising Schools Program was piloted in three stages. In this manner, IDPF and SAT were able to determine the ideal number of training modules, interest rate on loans, amount of mentoring required, refine the training content, and the best way to integrate the program into the normal operations of SAT. By allowing for iteration, IDPF and SAT now feel confident that the program is ready to scale in Ghana. Over the next two years, the Program will add 350 schools, which will impact an additional 91,000 pupils and expand the total reach to 589 school and 155,000 pupils.

The IDP Foundation and Sinapi Aba Trust will continue to collect feedback from school owners to make adjustments along the way and ensure the IDP Rising Schools Program continues to create the greatest social impact possible.

Sesame Workshop Up to IDP Foundation, Inc.’s Challenge

 

Sesame Photo v2“I no longer force everything on my [students].  I know that they are different from each other and as such I now teach my [students] based on their individual uniqueness”

May 23, 2014

The IDP Rising Schools Program has proven that through carefully tailored loan products accompanied by specialized training in financial literacy and school management, very poor private schools in Ghana are bankable. Now, the IDP Foundation, Inc. has turned its attention to improve the quality of teaching in these low-cost private schools, whose teachers are largely untrained and have little access to professional development opportunities.

With the belief that Sesame Workshop is one of the greatest early childhood educators in the world, the President of the IDP Foundation, Inc. challenged them to explore educating a new demographic – teachers serving low-cost private schools. Excited by the opportunity, Sesame Workshop partnered with IDP Foundation, Inc. to create an innovative series of ten, ten-minute videos to transform teachers’ methods from rote to child-centered.

My vision was to partner with Sesame Workshop to see if they could be just as effective in preparing untrained teachers to create positive child-centered learning environments in some of the poorest regions in the world. I think they have done it.” –  Irene Pritzker, President, IDP Foundation, Inc.

With the production of the videos and accompanying materials complete, Sesame Workshop conducted 5 master trainings in the four regions of Ghana in which the IDP Rising Schools Program currently works. Head teachers and proprietors from each IDP Rising School gained the tools and materials to conduct step-down trainings in their schools. Each school also received Teacher Guides, math manipulables, and learning posters to facilitate creative and child-centered lesson plans.  After attending a master training in Ghana, the IDP Rising Schools Program Associate said, “To observe the teachers not only enjoy the videos and materials, but also embrace the child-centered methods through practice truly brought the project to life.”

A qualitative assessment conducted by the National Centre into Basic Education found that:

  • 100% of teachers agreed that that the topics were relevant to their teaching.
  • 100% of teachers reported implementing some of the techniques in their classrooms.
  • 97% of the participants stated the training improved their knowledge, attitude and behavior

Teachers reported that they learned the importance of developing a child-friendly classroom, how to make teaching more creative by having students bring low-cost materials to school, how to manage a classroom effectively, and how to assess and evaluate students. One untrained teacher said, “This training has made me now think of becoming a professional teacher.” Another teacher expressed that the training, “has helped the children to feel free and learn.”

Given the evidence, the IDP Foundation, Inc. and Sesame Workshop are delighted to know they developed a truly powerful set of tools to enhance the quality of teachers in Ghana.

Schools Proudly Report Academic Achievements

School boy

Two schools participating in the IDP Rising Schools Program report outstanding results on the BECE in Ghana.

May 16, 2014

Every year several hundred thousand Junior High School students take the Basic Education Certificate Examination in Ghana. This highly competitive exam largely determines their educational future as it selects the students who qualify to attend Senior High School as well as which school they will attend. With such high stakes, the IDP Rising Schools Program is thrilled to highlight two schools that did particularly well on the exam.

Baah Memorial Community School has thrived in the IDP Rising Schools Program. The school has taken and repaid three loans and seen its enrollment double. To help her students study for the BECE, the school’s proprietor, Lily Baah, added a boarding facility to her school to enable students to better focus outside of the classroom as well. The results of her students’ hard work and support of Baah Memorial Community School paid off. Not only did 100% of the first class of JHS 3 pupils sitting for the exam pass, but the school was ranked 2nd out of 130 schools in the district.

Ultimate Prep School ProprietorsUltimate Prepartory was established in 2004 and since that time has been adding levels to the school and growing its enrollment. Last year it saw its first JHS 3 class sit for the BECE. The proprietor, David, is overjoyed to report a dramatic improvement over the past year from 80% to 100% of his students passing in addition to Ultimate Preparatory’s ranking changing from 40th out of 110 schools to 19th out of 120 schools in the district.

 With this year’s BECE quickly approaching, the IDP Rising Schools Program is eager to witness continued success and improvement in Baah Memorial Community School, Ultimate Preparatory, and all of the schools participating in the IDP Rising Schools Program.

Meet a Low-Cost Private School Owner: Benjamin Boateng

 

Low Cost Private School Proprietor_Benjamin

“I Know That My Dream School Will Be Built Through This Program”

April 25, 2014

Benjamin Boateng established Peaceland Preparatory in Ghana in 2000, charging 7 USD per term to provide an affordable education for the children of poor parents in his community. Although his school was well attended, he aspired to overcome the challenges Peaceland Preparatory faced of lacking drinking water, electricity, the security provided by a fence, and land ownership to ensure the school’s stable future. But without making a profit, without access to credit, and without support from the government or traditional funders, how could Benjamin develop his school?

The IDP Rising Schools Program

In 2010, Benjamin found the support he required in the IDP Rising Schools Program, an initiative developed by the IDP Foundation, Inc. in partnership with Sinapi Aba Trust, a Ghanaian microfinance organization. This innovative program is empowering community leaders like Benjamin who have established private schools for the poor by providing them with training and microfinance loans. By delivering extensive training in financial literacy and school management coupled with regular mentorship visits, the IDP Rising Schools Program is able to deepen the reach of microfinance to low-cost private schools that are traditionally excluded.

Setting Priorities Right

Private School for the Poor_Peaceland_Sign

After four years participating in the IDP Rising Schools Program, Benjamin thinks back on his proprietor training and remembers how one topic in particular impacted his school, “Setting Priorities Right.” It was this topic that taught him how to prioritize for his school’s future in order to tackle its most pressing challenges: lack of drinking water, electricity, a fence, and land. By learning how to focus on the big issues before the small complemented with his newly acquired access to capital to purchase land, Benjamin has overcome these challenges. Now he is thinking about what he will prioritize next.

 Benjamin’s Future

When Benjamin thinks about the IDP Rising Schools Program he says, “I know that my dream school will be built through this program.” On the land Benjamin purchased with his loan, he intends to build a bigger and better school, equipped with a computer lab. Although Peaceland Prep’s enrollment has already doubled to 350 students since joining the program, Benjamin plans to expand the school’s reach to surrounding communities by purchasing a school bus. Moreover, with Peaceland Prep’s enhanced reputation, Benjamin can hire better qualified candidates applying for teaching positions. With the continued commitment Benjamin has demonstrated, the IDP Foundation and Sinapi Aba Trust are confident that Benjamin will build his dream school.

Learn more about the IDP Rising Schools Program by liking the IDP Foundation Facebook Page!